Let me give you a real world example. Once my class was working on the principle of speed, which gives a relationship between the net force on an object and the change in the speed of that object. (Speed is the product of mass and speed.) This is a very useful principle and is used in many different ways.
A student came to my office to ask about a change in the speed of a 1kg ball bouncing off a wall. He wanted to know: if the ball travels horizontally at a speed of 5 meters per second and then bounces in the opposite direction at the same speed, what is the change in speed? Is it zero? Nope done. It’s not zero, because speed is a vector, and for vectors, direction matters. (Only if you are curious, in this case the change in speed is 10k * m / s towards the final speed.)
During this one-on-one conversation with the student, I could see that the problem they were having was not with the principle of speed. The problem was their grip on Vector’s idea. Knowing this, I can go back to class and ask some quick questions about Vector to see where the rest of the students stand on this idea, and give them a refresher if anyone else needs help. ۔ It completes the learning feedback loop.
But wait! There is an added bonus for asking questions. If your professor explains something to you, then when you talk about grading tests and assignments, they can give you the benefit of the doubt. If the professor knows that you have struggled with the material and tried to learn it in good faith, he may feel a little responsible for any of your mistakes and may not be strictly classified. Will do Yeah Al that sounds pretty crap to me, Looks like BT aint for me either.
Work with other students.
One of the hardest things about learning during epidemics has been that online courses make it difficult to work with students. This is important because working with others is part of the learning process. Finding things out on your own can be really difficult.
Working with other students makes you feel that you are not alone and that you are not special. It’s so easy to be in the classroom and think about yourself. “Oh wow. I don’t really understand Everyone else, but not me. I really don’t belong here.“
What is the estimate? Everyone is probably lost like you. Everyone thinks the rest of the class is completely in control of the content. But once you know that everyone is in the same boat, you can start to feel better about your position and start reaping some real benefits of learning.
So, if possible, start meeting other students and work with them outside the classroom. If you can, try to meet them in the real world – but if you can’t, online discussions are better than zero discussions. No matter, don’t just create a study group that shares answers to notes and homework questions. Create a real learning community. Share ideas. Work together Explain things and let others explain to you. (Here’s the secret: you learn the most when you teach. So get out there and teach.)
Finally, you can make some friends. That’s not a bad thing at all, is it?
Use a textbook.
Almost every course has a textbook – maybe even two. Those books can be very expensive, but they can also be very useful. Unfortunately, I’ve seen a lot of students misuse the textbook. They start taking notes in class. Then when they get homework, they first open the book and look for an equation that solves a particular problem. Homework was like a lock and a textbook was a box of keys. Sometimes this strategy can give you an answer to a particular problem, but it doesn’t always help you understand the basics.
Instead, I like to think of the textbook as a “pre-lecture”. Never read the relevant chapter. First the class. You don’t have to fully understand all the ideas, but it does help to get things done before you discuss them in person. Take notes as you read. Write down both things that make sense. And Things that aren’t clear will get you ready to ask questions in class and help you map out important ideas (even if you don’t fully understand them yet).